Process-Oriented Corpus Pedagogy to Promote EFL Learner Awareness of Lexical Knowledge

Abstract

This study aimed to help EFL learners develop corpus research skills and increase their awareness of vocabulary knowledge. The “three Is” approach was adopted to guide the students to observe the example sentences and induce salient features. The exploratory activities enabled the development of students' analytical skills and the construction of various aspects of lexical knowledge (i.e., use, form, and meaning). In this study, the targeted task was the COVID-19 theme-based vocabulary. The performances of 33 EFL first-year college students were evaluated. Their corpus consultation experience and their attitudes towards the process-oriented corpus pedagogy were collected using a survey questionnaire. The results showed that students' awareness of lexical knowledge raised regardless of their level of proficiency. Further analysis revealed that the first language interference hindered their progress. Students held positive attitudes towards the process-oriented corpus pedagogy allowing them to have control over their learning.